School and University Collaboration Partners: A Model for Collegial Support of Literacy and Professional Development

Action in Teacher Education

Volumn 25, Issue 4, 2004, Pages 30-37

  Benton, Cynthia J ^a   Schillo, Judith M ^a  

^a STATE UNIVERSITY OF NEW YORK   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85023791819     PISSN: 01626620     EISSN: 21586098     Source Type: Journal    
DOI: 10.1080/01626620.2004.10648294     Document Type: Article

References (17)

1. Allington, R. L., 2002. What I've learned about effective reading instruction from a decade of studying exemplary elementary classroom teachers. Phi Delta Kappan, 83 (10): 740–747.
2. Allington, R. L., and Johnston, P. H., 2001. “ What do we know about effective fourth-grade teachers and their classrooms? ”. In Learning to teach reading: Setting the research agenda, Edited by: Roller, C., 150–165. Newark, DE: International Reading Association.
3. Barth, R. S., 2002. The culture builder. Educational Leadership, 59 (8): 6–11.
4. Calkins, L. M., 2001. The art of teaching reading, New York: Longman Publishers.
5. Clift, R. T., Houston, W. R., and Pugach, M. C., eds. 1990. Encouraging reflective practice in education, New York: Teachers College Press.
6. Cochran-Smith, M., and Lytle, S., 1993. Inside/outside: Teacher research and knowledge, New York: Teachers College Press.
7. Dava, N. F., 1994. “ Building partnerships to effect educational change: Schools, culture, and the finding of teacher voice ”. In Partnerships in education: Teacher education yearbook II, Edited by: O'Hair, M. J., and Odell, S. J., 11–26. New York: Harcourt Brace.
8. DuFour, R., and Eaker, R., 1998. Professional learning communities at work: Best practices for enhancing student achievement, Bloomington, IN: National Educational Service.
9. Guyton, E. M., 2000. “ Powerful teacher education programs ”. In Research on effective models for teacher education: Teacher education yearbook VII, Edited by: McIntyre, D. J., and Byrd, D. M., ix–xii. Thousand Oaks, CA: Corwin Press.
10. Lambert, L., 2002. A framework for shared leadership. Educational Leadership, 59 (8): 37–40.
11. Louis, K. S., Marks, H. M., and Kruse, S., 1996. Teachers' professional community in restructuring schools. American Educational Research Journal, 33: 757–798.
12. Mahlios, M. C., 2002. Teacher role formation. Action in Teacher Education, 24 (1): 9–21.
13. Meyer, R., 1995. Staff development rooted in composing, disrupting, and inquiring. Teacher Research: The Journal of Classroom Inquiry, 4 (2): 59–72.
14. Torre, Navarez-La A., and Rolan-Dow, R., 2000. “ Teacher research as professional development ”. In Research on effective models for teacher education, Edited by: McIntyre, D. J., and Byrd, D. M., 78–96. Thousand Oaks, CA: Corwin Press.
15. Rainer, J. D., and Matthews, M. W., 2002. Ownership of learning in teacher education. Action in Teacher Education, 24 (1): 22–30.
16. Sparks, D., 1994. A paradigm shift in staff development. Journal of Staff Development, 15 (4): 20–23.
17. Wells, G., 1994. Changing schools from within: Creating communities of inquiry, Toronto: Ontario Institute for the Study of Education.